Timescales and Adaptation in Children's Typical and Atypical Development: A Functionalist Approach

Barrett, Karen Caplovitz

doi:10.1159/000365871

Cited by 2 publications

(3 citation statements)

References 21 publications

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“…This would be considered regulation of emotion. Although in this example, regulation by emotion seems more adaptive than regulation of emotion, in that it motivates continued problem‐solving, either type of regulation may be more adaptive, depending on the task condition (Barrett, 2014).…”

Section: Regulatory Behaviours In Early Childhoodmentioning

confidence: 99%

U.S. and Chinese preschoolers' compliance and regulatory behaviours in two challenging contexts

Jun

Barrett

2021

Infant and Child Development

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Children are expected to self‐regulate their behaviour, even in emotionally charged situations. Yet, such expectations for self‐regulation, the degree to which compliance is expected, and the specific regulatory behaviours deemed desirable, vary by culture, age of child, and specific situation. In this study, 34 Chinese (17 females) and 39 U.S. (19 females) preschoolers were observed and compared in two socioemotionally challenging situations. Children's compliance to explicit and implicit rules, their regulatory behaviours, and the associations between regulatory behaviours and rule compliance were analysed across the two samples. U.S. children showed greater resistance to temptation and similar levels of repair of mishap as compared to Chinese children. In addition, Chinese children used more avoidance and self‐soothing strategies and fewer distractive strategies than U.S. children. The effectiveness of regulatory behaviours in predicting rule compliance varied by both task condition and cultural group. Object and self distractions were associated with lower rule compliance in the mishap task. Social distraction was positively predictive of U.S. children's rule compliance in the mishap task, but negatively associated with their compliance in the temptation task. Social distraction was unhelpful for Chinese children's compliance in both tasks. The complexities of cultural variations and dynamics in their relations to children's rule compliance and regulatory behaviours are discussed.

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Section: Regulatory Behaviours In Early Childhoodmentioning

confidence: 99%

U.S. and Chinese preschoolers' compliance and regulatory behaviours in two challenging contexts

Jun

Barrett

2021

Infant and Child Development

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“…Thus, emotion processes in one person regulate the person’s own thoughts and feelings (internal regulation) and the person’s behavioral propensities, as well as regulating other people’s behavior, feelings, and thought processes (social regulation), in a systematic way that is different from this combination of regulatory processes for other emotion families (e.g., Buss & Kiel, 2004; Lewis & Ramsay, 2005; Lewis, Ramsay, & Sullivan, 2006). Still, although one can classify groups of emotion processes into “families” of emotion defined by the functions they serve, these emotion families/concepts should not be reified or assumed to be coterminous with specific biological entities or brain systems (Barrett, 2014). Each language classifies emotions at least somewhat differently (e.g., Elfenbein, 2013; Shaver, Wu, & Schwartz, 1992).…”

Section: What Is Missing?mentioning

confidence: 99%

“…It occurs on many time scales, from the evolutionary time scale, to the interactions of genes and environment in shaping the development of the brain, to the influence of past interactions with the social and nonsocial environment on the brain, neurotransmitters, and behavioral processes; to the needs created by ongoing interactions with the environment; to anticipation of future interactions with the environment. Each of these builds on what came before it, and each involves probabilistic individual encounters (e.g., Barrett, 2014).…”

Section: What Is Missing?mentioning

confidence: 99%

Emotional development is complicated.

Barrett

2020

Developmental Psychology

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In this commentary on the special issue on emotional development, I focus on the papers by Holodynski and Seeger (2019) and by Hoemann, Xu, and Barrett (2019). I suggest that although understanding our emotions is an important part of emotional development; emotional development cannot be reduced to concept development, even when such concepts include understanding of physiological and behavioral responses and feelings. I highlight the importance of emotions as promoters of immediate and urgent responses that cannot and should not be preceded by contemplative thought, and as the core of who we are as individuals, and I discuss the many levels at which emotional development occurs-from gene to behavior. I recommend that interdisciplinary teams work together to enable research that helps the field in better understanding emotional development in its full complexity.

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Timescales and Adaptation in Children's Typical and Atypical Development: A Functionalist Approach

Cited by 2 publications

References 21 publications

U.S. and Chinese preschoolers' compliance and regulatory behaviours in two challenging contexts

U.S. and Chinese preschoolers' compliance and regulatory behaviours in two challenging contexts

Emotional development is complicated.

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